Multisensory modalities for blending and segmenting among early readers

With the advent of touch-screen interfaces on the tablet computer, multisensory elements in reading instruction have taken on a new dimension. This computer assisted language learning research aimed to determine whether specific technology features of a tablet computer can add to the functionality of multisensory instruction in early reading acquisition. The effects of multisensory elements from the different modalities (letter card and iPad) on bilingual readers' natural abilities to blend and segment non-words were compared. The quasi-experimental post-test study involved 56 high-and low-ability Malay-English Grade 2 students. Multisensory-based materials to build and to break apart non-words in both letter card and iPad modalities were experimented. The results indicated no significant difference in the effect of the multisensory modalities on blending and segmenting tasks. As both conventional letter cards and touch-screen tablet computers produced similar outcomes, the practical implication is that both are equally adequate for providing the multisensory component in multisensory instruction. The writing systems (Malay and English), the type of tasks (blending and segmenting), and extreme groups (high-and low-performing) did not moderate the effects of the multisensory modalities.